Daily+Lesson+Plans

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Class One Wednesday August 14, 1B (Re)Get to Know You 1. Make name tags, then turn over. Now get into lines (in teams) in alphabetical order. 2. My name is and I don't like ... Get everyone on this wiki.

Intro to our first work: 'Beowulf'. In the Beowulf Saga, the monster, Grendel, is seen as the enemy of the hero, Beowulf. The two are contrasted against each other (physically, morally and spiritually) so it's a great way to study the beginnings of literature.

The extract we will study is only about Grendel himself.
 * Hmwk:** Go to the In the Beginning page and read the main page (no need to open the links yet). Answer the following questions in the discussion section:

1) Think of the modern world in which you live.  Think about the possessions you own, activities you especially like, holidays.  Think of how and where you meet people and make friends.  Think of your family.  Think of how the world around you works and what makes it function  Question. What aspect of life in our modern world do you most fear losing? What would be the results of the loss of this thing?  2) Think of how you live your daily life. Thinks of what and who surrounds you. Think of how safety exists in your life. Think of what you like and dislike. Think of how the news affects you. Question. What makes you afraid?

Class Two Monday August 19th, 2B

You will be assigned one section of the (linked here and on the In the Beginning page). Read it carefully and become an expert on it. We will circle around the room sharing what is important from our section as if we are a room full of experts.

What are the characteristics of a hero? Have these changed much over time? Compare to this. Now what about those of a monster? Did you get them ? Why are we still intrigued enough in these archetypes that the oldest piece of known recorded literature was made into a movie just 7 years ago?

Now look at the first 18 lines of this. Look it over with a partner -- what strikes you as important? Re-read lines 1-18. Answer the following (in bullet form) in your notes.


 * Hmwk:**

This will be the first chance for me and the 'live audience' of the class to see your writing. Go to the discussion area on the In the Beginning page and write a single, succinct, word-conscious, sentence-varied paragraph answer to the following question:


 * __ What were the purposes of this section of Beowulf for the audience of its time? How does the effect differ (or does it) for modern audiences? __**

Class Three Wednesday August 21st, 3B 1. Look at the paragraphs on our wiki. Examples of excellent content? Excellent writing? What differentiates persuasion from narration?

2. Read lines 19-22.

a) What does this section end in this way; i.e. with the idea of destruction?

b) What emotions might the poet be trying to arouse?

c) What two forces are in opposition here?

d) What force might the poet be trying to prepare us for by the change of mood in the language?

3. Read lines 23-51.

a)How is the Earth described here? Find evidence b)Why do you think God is introduced here? Find evidence. God as GOOD and as CREATOR c)How are God and Grendel presented? d)What do God and Grendel represent? Use evidence.

**Hmwk**:

Asking these kinds of questions leads quite easily to sophisticated answers ... so you must be able to ASK and not just answer. Read lines 52-80 and post your 1-2 questions on the In the Beginning page. Which of your questions would require specific use of evidence? These questions will lead to our writing assignment next day so __think__ about the answer as well as posting the question ...

Class Four Friday August 23rd, 4B

1. Change in plans! Your questions are largely excellent, and that, combined with the fact that you can't yet see my feedback on powerschool from your last writing, has led me to not want a generalized writing on the entire saga. Instead, choose ONE question, asked by someone IN YOUR CLASS, and prepare to write on it for 15-20minutes. Ensure you choose a question which requires you to use evidence from the saga itself and on which you can stretch your analysis beyond the obvious. Be conscious of your sentence structure (especially of your first line) and ensure you use quote bursts.

2. Suggest how the poem is developing and changing in terms of themes and topics. How is the Saga is carefully, not randomly, constructed? Reading: Lines 81-100.


 * What major theme is being introduced here?
 * Pick best three - great debate!


 * Hmwk**:

I will explain in class! Stage one is for those of you whose question was answered by someone else; stage two is for those of you whose question was not chosen or who simply did not post a question (sigh).

Class Five Tuesday August 27th, 1B

Hand back timed writing to each other, write a quick response back, then hand in to me. We're finishing the saga today! Now is the time for Grendel or Beowulf's ! If you would prefer, you may take your timed piece of writing and work on that to make it a more structured short essay (1-1.5 pages max). Marking for either will be holistic.


 * Hmwk**:
 * Work on Beowulf assignment (due Monday).
 * Remind your parents about Open House tomorrow (and get them on the wiki in advance if possible!)

Class Six Thursday August 29th, 2B


 * Let's watch some key scenes from //Beowulf//! (we did this last day)
 * Hand out Twelfth Night
 * half the class to work on Beowulf assignment
 * Read the [[file:Twelfth night overall summary..doc|summary]] of the play //Twelfth Night//-- in groups, draw a graphic image of characters to keep it all straight!
 * Look over the [[file:12th Night 5 Assignments.doc|five assignments]]
 * Hmwk**

Find one interesting fact about Shakespeare NOT already on the wiki page (so first come, first served!) and add it to the page here. Be sure to include the URL or source info. Beowulf college essay due next class (Tuesday at latest)

Class Seven Monday Sept 2nd, 3B

Ensure everyone has handed in Beowulf assignment (or tomorrow) Ensure everyone has posted interesting fact about Shakespeare. 15 minutes to finish graphic image. Present and explain to class. Assign books First two scenes + opening scene not in play (explains title + twins, storm and war). Show first (til fencing scene). Notice order is scene 2, then 1. Read after. WHY the change for modern audiences. Check out.

Beowulf due tomorrow if not today Start working on assignment 1 if you wish
 * Hmwk**

Class Eight Wednesday Sept 4th, 4B

Scene 4, 3 -- read first, then show. Note the changes in the way scene 4 both begins and ends compared to the movie Scene 5 -- show first, then read

Pay careful attention to film techniques like camera angle and close-up shots (reminder of terminology from those who already took 21stCLit) to establish character and to the two-sided character of Toby (not the simplistic foolish drunk we might like to write him off as!) What about Viola's building love for Orsino? What are today's archetypes? How will all of this help you complete assignment 1?

Assignment 1 due Friday if you want to stay on top of your work, or Tuesday if you don't mind it coming awfully close to assignment 2. Work on tonight or over the weekend.
 * Hmwk**


 * [[file:Act I assignment rubric.doc|** Rubric for assignment one]]**

Class Nine Friday Sept 6th (fire drill day for 1B)

20 minutes for Act I assignment (just enough for me to check in / for you to ask questions) Act II, scene 2, 1 -- read first, then show (note the added lines between Orsino and Cesario). To 53:31 (when Malvolio leaves) Turn to a partner after reading. What new characteristics do we see of Viola in her self-wonderings about Olivia falling for her? Read the exchange between Orsino and Cesario aloud (scene 4, ll 17-47) -- the whole class with partners. What is he saying about love and the male heart?

Finish Assignment 1. But you may also wish to choose your lines to memorize for Act II (only a certain number of people permitted per scene, and it's first come first served!)
 * Hmwk**

Class Ten Tuesday Sept 10th, 2B Collect Act I assignments.

To the end of Act II. Now the order gets quite confusing between scenes 3-4 (and some of scene 4 doesn't happen til AFTER Act III, iii). Watch first, and look for the reason given for the connection with the Fool. Note also that modern audiences don't have quite the same literal interpretation of love at first sight and want more building of a relationship. Pay careful attention to the bath scene at the end of scene 4! In groups, discuss the visual features of scene 5 -- so help us visualize it! Each group will get several pages - go out and practice them until you understand, then we will present the whole scene in class.

Sign-up for monologues/dialogues. Some work time next day, presentations on Wednesday of next week.

Monologue work - don't forget the need for an actor/director script as a safety net
 * Hmwk**

Class Eleven Thursday Sept 12th, 3B Start on Act III. This we are reading before we watch. Read this quietly to ensure you will be able to follow quickly. Scene 1, Viola and the Fool with a partner -- can you answer the following questions? -- What are several puns? -- What are several inside jokes? -- Who do you think comes off as the smarter? Now the scene between Olivia and Viola/Cesario (note this is one of the scenes needed for your ! You will need to understand these lines inside out and backwards ...) Movie to 1:17 (rest of Act II, when Orsino is expressing how men's love is inconstant)

Hmwk Monologue work

Class Twelve Monday Sept 16th, 4B Supply teacher is here - be nice to her! Danny and Deric, please help her get on this wiki -- and Deric, ensure your silly billy class FINALLY picks up their Beowulf feedback from the front of the room! Monologue/dialogue work time. Look at the and the  too (we went over all this in class) - don't forget about a script (in two colors: 1 for actor's notes, one for director's notes) You may also start working on Act III assignment (see description as part of ). Not due until next week. However, by the end of the class, please have a list prepared of who is doing what context (Deric and Danny, please email to me) Monologue/dialogue performances next day

Class Thirteen Wednesday Sept 18th, 1B (tomorrow is a holiday!)

Dialogues! Ensure you hand in your director/actor script. 20 minutes to work with partner, ensuring everyone has given me a workable context

Hmwk: Work with your partner - due next Fri! OR Relax!

Class Fourteen Monday Sept 23rd, 3B

Finish Act III

Class Fifteen Wednesday Sept 25th, 4B

Anything left from Act III? Partner work time Due next class

Class Sixteen Friday Sept 27th, 4B

Time to set independent book club readings, in case you want to get reading over the break! Down and Out Together or Choice of Text? If Down and Out, **first 15 chapters due for Oct 22nd**. Note each student will also fill out the following for 1-2 chapters to help everyone keep track of the fast-paced, character-packed book Watch the rest of the movie! Understand Act IV assignment (check out samples, rubric etc on our Twelfth Night page)

Class Seventeen Tuesday Oct 8th, 1B

Last readings of play, work time for assignment IV, due Thursday. Only TWO, not FOUR lines however - or we'll run out of time!

Class Eighteen Thursday Oct 10th, 2B I have no voice - take pity on me! Please hand in your Act IV assignments.

Essay intro, [|database] time. Essay due next Wed.

By the end of the class, I expect a thesis statement. Use the mini whiteboards to plan a two-pronged or three-pronged essay, NO 5 paragraph essays! If you didn't have me for English 11, or have forgotten what pronged essays are, I'll do a mini-lesson at the front of the room for anyone interested (gather close and listen carefully while I whisper!)

You must have a minimum of three outside sources. One must have nothing to do with Shakespeare, one must be a source with which you can disagree, the third is your choice. I expect a separate Works Cited using MLA or APA style, formatted correctly. By grade 12, it is expected all these things are second nature, so you need to ASK if you have any doubts!

Class Nineteen Monday Oct 14th, 3B
 * IMPORTANT!! I know report cards are due Friday -- but who says the essay has to count for Q1?! Let's move the due date to Friday! NOTE - no extensions over the weekend unless you can prove to me that you are well on your way to finishing Down and Out - I will have a hissy fit if people come to class Tuesday (next week) unprepared for the novel! **

3B a reminder of a BUILDING essay (it's about qualities/characteristics, not events/characters)
 * 1B remind me which chapter you signed up for (so I can update our Orwell page)
 * BOTH classes: ch 1-15 are due next Tuesday, and don't forget about your chart for your chapter(s)!

Essay time

Class Twenty Wed Oct 16th, 4B End of Quarter Renee, Isaac, Alec, Vivan - SEE ME Reading time for //Down and Out.// Make sure your chapter charts are posted by TUESDAY on our //Down and Out// page!

Class Twenty-One Fri Oct 18th, 1B

Half class, reading time. Half class notes on. Brainstorm the qualities we see thus far in his writing (no matter what chapter you are on). What about some biographical notes?
 * he quit his job in the Imperial Police (remember last year's essays "A Hanging" and "Shooting and Elephant"?)
 * he had to pay back money when he quit
 * the combo drove him into poverty
 * his parents (who didn't want him to join the Police Force in the first place, were unsupportive when he quit a well-paying, secure job
 * he went to London first, and THEN Paris (why change the order in the book?)

Read the first three paragraphs of the novel aloud -- what else do you notice about his writing style?

Class Twenty-Two Tues Oct 22nd, 2B Quiz on chapters 1-15. (Paper copy) Let's also have a class discussion on the reality of Orwell's poverty - read one of the two reviews on our Orwell page to prepare!


 * Note changes to our reading schedule: **

Chapters 16-23 (the rest of the Paris adventures) for Mon Oct 28 Finish the book (the London/tramp adventures) for Wed Oct 30. I won't be here but you will have an in-class writing assignment as a type of 'exam'

Class Twenty-Three Thurs Oct 24th, 3B

Introduce. Think about a possible topic (we'll brainstorm both together and individually) and ensure your topic will allow you to do well according to this. I am introducing this assignment now, and not at the end of the novel, because I will be away when you are working on it. So ask good questions! Remember also for which Orwell is known and which you can emulate.

Due Date: Thurs Nov 7th, with one work period (after today's) on Fri Nov 1st


 * Note: one of the links on the personal narrative outline is not working. Here are another.**
 * []**


 * Don't forget to read chapters 16-23 for next class (Monday), and finish the book for Wed Oct 30th. Don't forget to post your charts as your chapter is due!**

Class Twenty-Four Mon Oct 28th, 4B CHANGE of PLANS - I will be here the rest of this week but away for today! So today's lesson is for WED, Wed's lesson is for Friday (meaning you have until FRIDAY to finish the book - yippee to two extra days) and Fri's work time on personal narratives is for today. Note you should still have chapter charts on our Orwell page up to chapter 23. And Sigh - some of our previous chapter charts are missing! 3 Calvin, 8 Jellybean, 10 HongBeom, 12 Peter, 13 Troy

Note also: many of you were away on Thursday when I introduced personal narratives. Check in with someone who was there or ask for Ms. Litteken's help. All links are available in class twenty-three above (or on Friday below) You have the class to work with Ms. Litteken (thank her!) or on your own -- remember you may choose a neighborhood or place (childhood playground? The attic where you hid when you were young? The supermarket), or an event that has a beginning, middle and end. Check out the word count etc on the rubric (linked in class 23 above)

Now Wednesday's lesson ... 1B
 * Note I am not even out today for surgery after all - they CANCELLED that to give me time to recover from my pneumonia - sigh! Still, be good babies for Ms. Litteken, who told me you were lovely on Monday and who will be back next week when I DO have surgery (fingers crossed to getting over this sickness first). PLEASE NOTE: I will NOT be available during parent conferences. To anyone who had already booked a timeslot, I have written to your parents directly with some other options to meet. If any other parents had planned to book a time but haven't yet, they will note they cannot on powerschool (it says I am 'unavailable'). Please have your parents write to me directly at marney.rosen@saschina.org if they want to set something up. Otherwise, simply assure them that I love you all! **


 * //Down and Out// chapters 16-23. Debate! (Plus some personal narrative time) Note you will need to make references to the review you were to have read for last class. Ms. Litteken (hi again!) will help you get into groups - 1/2 class for one topic (with half arguing one side and half the other) and 1/2 class for another topic. Vote for your favorites! You will be standing at the front of the room 4-5 against 4-5, 'facing off'! You'll get some time to prepare with your group before you begin, but once you do, everyone on your side must speak. Books welcome!**


 * Part 1 of class **
 * Topic 1:**
 * Orwell's continued descriptions of working in Paris make it increasingly clear that his poverty was 'useful' to developing his story-telling skills, rather than a true necessity.**


 * Topic 2:**
 * Orwell claims working at Hotel X was a step up from working at the Auberge but his descriptions of poverty and despair actually make clear that both jobs were equally degrading**


 * Topic 3:**
 * The character of Furex is meant only to be a caricature, not a deep lesson on the hypocrisy of patriotism**


 * Topic 4:**
 * The story of Yvonne comments more on the silliness of the social system than on the deceptive ways of the poor**


 * Topic 5:**
 * The timeline of men's happiness in bars may be symbolically true but literally nonsense**

___


 * Part 2 of class **

Once debates are done, you can work on your personal narratives. Note I have now turned Orwell's writing techniques into a -- you should be able to check off which techniques you are emulating (and notice the **starred** ones are mandatory) and write a line number or example from your essay to prove it (so when you print your narrative, do so WITH line numbers)


 * Homework:**

Finish the book for next day and expect an in class 1 on 1 debate by way of a final project!

Class Twenty-Five Wed Oct 30th, 1B (now Friday's lesson) Vivian, Jonathan, Isaac and Victoria L, please see me.

You are now finished the book. Time for some official debates! You have been assigned a question and a position alphabetically ... If someone is away, Ms. Litteken will adjust the assignments.

Mrs. Rosen is out for surgery! Please welcome Ms. Litteken (Hi Ms. Litteken!). I have told her what a darling, dear bunch you are -- and NOT senior-itised at ALL - so you'd better prove me right!

1B 1a Liza 1b Victoria 2a Calvin 2b Grace 3a Jinny 3b Troy 4a HongBeom 4b Michaal D 5a Jellybean 5b Ryan 6a Angela 6b Owen 7a Bea 7b Peter 8a Michael W 8b Evelyn 4a (four students doing question 4 must each choose a different character) Dennis 4b Danny

3B 1a Jonathan 1b Zach

3a Tiffany 3b Anna 4a Deric 4b Justin 5a Alec 5b Alex 6a Anthony 6b Kirk 7a Davis 7b Victoria 8a Blake 8b

If there is any time left over, you may work on your personal narrative.

Hmwk: Work on. Due Tues Nov 5th. Don't forget you MUST fill in this (and attach to your personal narrative, which should be printed with line numbers to match up with the info on the checklist)

Class Twenty-Seven Tues Nov 5th, 3B
 * Sigh - I still need to see Jonathan and Vivian! **


 * And double sigh - here we are DONE with Down and Out and some of you never posted your chapter charts :) **


 * 3 Calvin, 10 HongBeom, 17 Dennis, 18 Vivian, 20 Deric 21 Anna 22 Renee 23 Victoria P 24 Isaac 25 Tiff 26 Justin 27 Anthony, 29 Blake, 31 Davis 32 Davis, 34 Kirk 35 Jonathan 36 Jonathan **

Personal Narratives due


 * Who Says What - [[file:who says what explanation.doc|Intro]]. Check out our Who Says What page for all necessary info. Get ready to do research like you've never done it before in high school! This project, which will take us to the end of the year, and the mark for which will replace a final exam, allows you to choose a project you will likely study at university (absolutely an individual choice, therefore). Let's go over the instructions! I want to explain EVERYTHING today (more talking than I normally do) so you are fine to have work periods with Ms. Litteken when I am away Thurs and next Tues ...**


 * Note there is a good deal of personal responsibility / individual work time / general time management over the next month - and very little of me talking. So bear with me today :) **

Most of you are not going to major in English at university; you need to be prepared, therefore, to read, and write on, a wide range of ‘texts’ (both written and other) about a variety of topics. This assignment, which will stretch over a month in the forth quarter, allows you to experiment with recognizing the effect of different medium and writing types on content and perspective. It will also allow you to see the value of understanding a popular view of a topic or contemplating how society generally understands an issue.

TASK ONE:


 * I. Choose a topic that interests you and that is related to what you plan to study at university. Specific is more helpful than general (rather than revolutionary leaders, choose Che Rivera). Ensure your topic is potentially controversial to make it easier to find a variety of viewpoints.** Clear your topic with me.


 * II. Find** seven **pieces dealing with your topic:**


 * 1.** At least one must be chosen from this category: ‘reputable’ information / facts-based –
 * Reputable newspaper**
 * Reputable magazine**
 * Reputable internet article**
 * TV or radio news report**
 * High school-level Textbook**


 * 2.** At least one must be chosen from this category: more **‘**biased’ information / facts-based**–**
 * Less reputable news source**
 * Personal website**
 * Obviously biased internet source**
 * One-sided source / author from any source with a forceful view on a topic**
 * Opinion column of any newspaper**

(we will look at relevant databases available)
 * 3.** At least one must be chosen from this category: academic information / facts-based -
 * Academic / formal essay (****i.e.., on one of the school databases like Questia)**
 * Scientific research (ie,. science report)**
 * University-level Textbook**
 * History research**
 * TV or video documentary (from a ‘serious’ source, not just a Hollywood-ized version)**


 * 4.** At least one must be chosen from this category: fictional writing **–**
 * Short story**
 * Poem**
 * Children’s story**
 * Other piece of fiction**
 * OR ** artistic interpretation–
 * Art work**
 * Song**
 * Game**


 * 5.** At least one must be chosen from this category: personal / biopic -
 * Memoir / diary (published)**
 * Narrative-style essay (think Orwell)**
 * Autobiography or Biography**


 * 6.** At least one must be chosen from this category – **Hollywood-ized account**
 * Movie**
 * TV show**


 * 7. The seventh is** free choice **(may come from one of these categories or something completely separate)**

NOTE:**
 * At least one choice must be by a female author.
 * At least two choices must represent different perspectives (for instance, if your topic is video game use among teenagers, and most of your pieces seem to look unfavorably on it, one piece might argue educationally that it is beneficial to brain development, and another might show the kids’ view that it’s just fun)
 * At least one source must be from a British author
 * BONUS for having one source that is from an Asian perspective


 * TASK TWO:**

Create an annotated bibliography (1-3 paragraphs per source that ‘describe, compare, evaluate’ it). Techniques will be taught in class and examples are on the Who Says What page. Proper MLA or APA Works Cited format is necessary.


 * TASK THREE:**

On a large piece of mural paper, create a chart with **9** columns each for the eight pieces.


 * 1.** ‘Source Information’**:** fill in Title, Author, Date, Type (of source).
 * 2.** Tone
 * 3.** Level of vocabulary / diction / language use (casual vs. formal)
 * 4.** Techniques (literary, rhetorical, visual, technological, auditory)
 * 5.** Target audience
 * 6.** Perspective (who’s your author) / bias / emotional appeal / issues of institution or production
 * 7.** What does NOT get said / what gets deliberately left out
 * 8.** Your Opinion / what you learned from the piece/ what it added to your understanding of the issue/topic
 * 9.** ‘Effect’. **Make sure to focus on the key questions: How is this piece unique from the others because of its medium?** **What is the medium’s role in limiting and / or enhancing content?** Sum up the important features or add new information if it is relevant (think of it as the concluding paragraph of an essay on that source and its medium).

__Other important information:__

Your chart must be completed on a large enough piece of paper to fit in all categories of information. If you wish to type, you will need to use a large font, and cut and paste onto the larger chart.

Tasks I and II will be due separately from Task III and will be given a separate mark. However, your final product should include everything, arranged in an aesthetically pleasing way on a single (large) piece of paper: perhaps your topic along the top, with the annotated entries cut out and pasted around the margins of the chart.

__** DUE DATES **__ /20 Task I (topic, and works cited of pieces chosen; clearly indicate which category and conditions each piece represents):
 * Thurs Nov 14**

/70 Task II (annotated bibliography):
 * Wed Nov 20**

/160 Task III (chart plus everything else combined):
 * Thurs Dec 5 (LAST thing due!)**

/100 Task IV (oral presentation on one piece)
 * Thurs Nov 28 / Tues Dec 3 Note task IV is due before task III! **

Class Twenty-Eight Thurs Nov 7th, 4B (no school tomorrow)
 * Who Says What - Explanation + Work Time for confirming topic and finding sources. Part 1 (sources chart) is [[file:task 1 sheet.doc|here]] and on our Who Says What page.**


 * Sources due next Thurs**

Class Twenty-Nine Tues Nov 12th, 1B
 * Who Says What - Class time to work on sources and annotated Bibliography.**
 * See the Who Says What page for info from Owl Purdue and examples!**

Class Thirty Thursday Nov 14th, 2B
 * Sources due.**


 * Who Says What - Annotated Bib Work. See the Who Says What page for info from Owl Purdue and examples!**

Class Thirty-One Monday Nov 18th, 3B Welcome to Ms. Litteken! She already knows how hard-working you are and how you have been explained all stages of this project so only need time to work (ahem!)


 * Who Says What - Annotated Bib due by the end of next class (or Thursday at the latest). Work time with Ms. Litteken on annotation, oral or chart. Note you have already had a class with me last week, so you should know exactly what you are doing!**

__ A few reminders: __

If you have a source you originally considered using and them decided against, you may include it on a separate page labelled Rejected Sources and Why. Be sure to include a concise paragraph on your reasoning; was the content too similar to others? Too biased for Cat 1/ not biased enough for Cat 2? Was it not representative enough of its medium (i.e.., it was an interview you'd thought would fit for 'Biopic' but then you realized upon listening to the whole show was more about your topic and not enough about the interviewee's involvement in that topic?) Were the techniques used not common to that medium (i.e.., it is a diary but much too neutral to give you anything to put in the chart under Language and Tone?)

Be sure to have the criterion for Stage 4 (see below) out in front of you when you're working on the annotated bibliography. Not only is it 'ok' to cover use these criteria to help you decide what to cover under Describe in one paragraph and then Compare + Evaluate in the next, it is 'SMART' to do so, and definitely a university-skill to overlap this way.

1. **‘Source Information’**: **fill in Title, Author, Date, Type (of source).** 2. **Tone** 3. **Level of vocabulary / diction / language use (casual vs. formal)** 4. **Techniques (literary, rhetorical, visual, technological, auditory)** 5. **Target audience** 6. **Perspective (who’s your author) / bias / emotional appeal / issues of institution or production** 7. **What does NOT get said / what gets deliberately left out** 8. **Your Opinion / what you learned from the piece/ what it added to your understanding of the issue/topic** 9. **‘Effect’.** **Make sure to focus on the key questions: How is this piece unique from the others because of its medium? What is the medium’s role in limiting and / or enhancing content?** Sum up the important features or add new information if it is relevant (think of it as the concluding paragraph of an essay on that source and its medium).**

A few final points:
 * alphabetize and double-space the actual works cited entries
 * remember if you decide to 'not use' your female or British source, you must replace those factors!
 * the compare part of your annotation can be comparing to another of YOUR sources
 * the evaluation part should not just say if a source is 'good' or 'bad' but WHO might find it useful (overlapping with criterion 5 of the chart) and WHY we might want to read/watch/listen to it even if it's biased (overlapping with criterion 9)
 * if you quote (ie., from an abstract, from the blurb on the back of a book), acknowledge so openly (ie., This book presents all the stages of mental illness a doctor might see in a patient, and does so, according to the book blurb, with 'accuracy, medical expertise, and empathy')
 * if you're in 1B and are using MLA, Jinny can help if you have any questions

Class Thirty-Two Wednesday Nov 20th, 4B Annotated Bib due (but I will accept it at the END of today's class or even until TOMORROW (I changed the exam date) if you need more time.

Who Says What - Chart Work. See the Who Says What page for an example from past years. Note this is the BULK of your exam grade so make sure the sources you have chosen are easy to offer as 'good fits' of the medium and not just 'interesting sources' but with few characteristics of the medium they represent!

Class Thirty-Three Friday Nov 22nd, 1B

Who Says What - Chart Work (but be working on oral too -- this only requires you to be 'done' with one piece of research). Sign ups for orals (Thurs Nov 28 or Tues Dec 3) will occur today, on our Who Says What page. Remember to check out the oral.

Class Thirty-Four Tuesday Nov 26th, 2B

Who Says What - Chart Work / Oral work

Class Thirty-Five Thursday Nov 28th, 3B (tomorrow is a holiday)

Who Says What - Orals due

Class Thirty-Six Tuesday Dec 3rd, 4B

Who Says What - Orals due

Class Thirty-Seven Thursday Dec 5th, 1B

Who Says What Chart and all due today - in lieu of final exam. Print out and attach the final, and hand in all work as a 'package'! -- EXAMS! but not in our class! --